Transcript Academic English Mastery Program Standard

AEMP Grade Level Collaboratives
Module 6
Academic Vocabulary Development for
Standard English Learners
Office of Curriculum, Instruction, and School Support
Language Acquisition Branch
Academic English Mastery Program
Long Range Goals of the Eight
GLC Modules:
• Increase knowledge and awareness of what
authentic Culturally Relevant & Responsive
Educational (CRRE) Practices are
• Build an authentic culturally relevant and
responsive learning environment that teaches to
and through the strengths of our students
• Validate and affirm the legitimacy of each
student’s cultural and linguistic practices within
the learning process
GLC Module 6 Objectives:
• To build teachers’ knowledge base on how to
increase students’ language facility and
repertoire of words through linguistically
responsive academic vocabulary development
• To demonstrate how to use powerful
instructional tools like the personal thesaurus
and personal dictionary to build students’
academic vocabulary and understanding of
content
PD Norms for Success
• Participate 100% of the time
• Be mindful of others
-
Put electronics on vibrate or meeting mode
- -Be respectful of other’s opinions
• Listen with a different ear, an open mind, and a
receptive heart
Culturally Responsive Icebreaker
What is Effective Communication?
In some ways, I guess I am like an actor,
because I have a switch. If I got to talk to
Money magazine, click. "Yes, sir; no, sir. Yes I
like the tech stocks. You know, I don't like the
conventional Kmart or Wal-Mart stocks, I feel the
tech stocks are growing rapidly.”
I can't call up and say, "Yeah, man, this chump
called me up and he put a million dollars on... Oracle 'cause he
know Larry Ellison and he got me $2 million." You can't do that.
Source: Shaq Talks Back: The Uncensored Word on My Life and Winning in
the NBA by Shaquille O’Neal
Interactivity 1: What is
Effective Communication?
• Think of a time when you have ever
thought it necessary to speak or write
differently depending on with whom you
were communicating. Explain the
context or situation and tell why you felt
so.
Give one, Get one
Vocabulary Differences
SEL Languages
• A singular word or
phrase conveys
multiple meanings
depending on the
context in which the
word is used and
the oral inflection or
emphasis placed on
the word
Standard English
• Many different
words have the
same or similar
meaning.
AAL Example: Git (Get)
Arrive (at)
I usually git home from school around 3:30.
Obtain; retrieve
Git me my glasses, please. I cain’t see.
Be attacked/assaulted
Charles is about to git got.
Buy
Where you git dem shoes?
Be permitted
Her daddy mean. She don’t never git to go to no parties.
U
Vocabulary Development:
Personal Thesaurus of Conceptually Coded Words
Objective: Build SELs’ receptive SE vocabulary by teaching them the Standard English
equivalents.
ugly
under
homely
unsightly
hideous
unattractive
grotesque
repulsive
scrofulous
disagreeable
________________
________________
________________
________________
________________
________________
________________
________________
beautiful
Vocabulary Development:
Personal Thesaurus of Conceptually Coded Words
Objective: Build SELs’ receptive SE vocabulary by teaching them the Standard English intensifiers (adverbs) that
express the MxAL sentiments.
all
barely
very
extremely
exceedingly
extraordinarily
decidedly
awfully
singularly
hardly
almost
practically
nearly
hardly
scarcely
completely
Personal Thesaurus: Use your classroom and/or individual personal
thesaurus to teach these new words to your students. As you add
them to the Personal Thesaurus, have the students use the words,
orally, in sentences to ensure they understand the concept.In
addition, try to incorporate some of these words into your vocabulary
throughout the unit of study.
Activities:
• Make code-switching authentic by
teaching students new vocabulary
words to add to their vocabulary
repertoire.
• Have students develop the SE
vocabulary that expresses their
MxAL sentiments.
• Use the contrastive analysis
activities provided, or create your
own in which students use their
newly acquired SE intensifiers
(adverbs) to express their thoughts.
Example:
MxAL: He was all mad cause he
couldn’t find the store.
SE: He was very angry because he
couldn’t find the store.
MxAL: I barely broke my leg
jumping over the fence.
SE: I nearly broke my leg jumping
over the fence.
Word Knowledge Continuum
Source: Beck, McKeown, Omanson
•
•
•
•
No knowledge
General sense
Narrow, context bound
Having knowledge of a word
but not being able to recall it
readily enough to use it
appropriately
• Rich, decontextualized knowledge
of a word’s meaning, metaphorical
uses, i.e., devouring a book
Interactivity 2: Using the Personal
Thesaurus in Context
• Have two volunteers each read a
paragraph aloud from the passage-The
Prince and the Pauper by Mark Twain
• Co-construct definitions for the words by
calling attention to context clues and
using the target words in different ways
• Utilize the Personal Thesaurus
• Ask questions that deepen word
knowledge along the continuum
Strong Predictor of
Academic Progress
• “Research…supports what students
already know about the content is one of
the strongest indicators of how well they
will learn new information relative to the
content.”
Marzano, R. J. (2004). Building background knowledge for academic achievement:
Research on what works in schools. ASCD: Alexandria, VA.
Impact of
Direct Vocabulary Instruction
% ile Rank on Test
90
80
70
60
50
40
30
20
10
0
83
62
50
None
Direct
Direct Related
to Content
Eight Characteristics of Effective Direct
Vocabulary Instruction
1. Effective vocabulary instruction does not rely on definitions.
2. Students must represent their knowledge of words in linguistic
and non-linguistic ways (visuals, drawings, etc…).
3. Involves the gradual shaping of word meanings through multiple
exposures.
4. Teaching word parts enhances students’ understanding of terms.
5. Different types of words require different types of instruction
6. Students should discuss the terms they are learning
7. Students should play with words.
8. Instruction should focus on terms that have a high probability of
enhancing academic success (tiered vocabulary instruction)
Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. ASCD: Alexandria, VA.
Personal Dictionary
Academic Term: Binary
Picture:
Meaning: Something
having two parts
Connection:
Something that
always comes in
two’s-like shoes
Interactivity 3: Personal Dictionary
Academic Term:
Mainstream English
Language Development
Picture:
Meaning:
Connection:
References
• Beck, I.L., McKeown, M.G., Kucan, L. (2002) Bringing
Words to Life: Robust Vocabulary Instruction. New
York: Guilford Press
• Lemoine, N. (2001). Language Variation and Literacy
Acquisition in African American Students (p. 169194). In Harris, J., Kamhi, A. & Pollock, K. (Eds)
Literacy in African American Communities. New
Jersey: Lawrence Erlbaum & Associates
• Marzano, R. J. (2004). Building background
knowledge for academic achievement: Research on
what works in schools. ASCD: Alexandria, VA